Embracing the Challenging Behaviors of Toddlers June 27 th , 2018 - PDF document

6/18/2018 Embracing the Challenging Behaviors of Toddlers June 27 th , 2018 Holly Hatton-Bowers, PhD, hattonb@unl.edu Wh What at we we wi will di discuss scuss toda today: • Describe challe challengin nging beha behavior viors dem demons nstr trated ed by by toddl ddler ers • Explore reasons asons behi behind nd challe challengin nging beha behavior vior for toddlers • Discuss specific specific st strateg tegies es fo for supporti supporting toddl ddler ers when they are experiencing challenges 1

6/18/2018 Ar Are cha challe llengin ing beha behavior viors on on the the rise? rise? Wh What at is is cha challe llengin ing beha behavior? vior? The Cen Center er on on the the Soc Social and and Em Emotional otional Founda undations tions fo for Ea Early Learnin Lea ning’s definition of challenging behavior for children from birth to 5 years old is: • Any re repeate ated pa pattern ern of of beha behavior vior that inter terfer eres es wi with le learning or engagemen eng ment in in pr prosocial osocial in interactio ions with peers and adults, and • Beha Behavior viors that are not not responsiv sponsive to the use of dev developm lopmen entally appropria appr opriate guida guidance ce procedures. 2

6/18/2018 In In thin thinkin king abo about challe challengin ing beha behavior viors, s, wha what beha behavio viors do do yo you fi find nd the the most most challengin challe ing am amon ong tod toddlers? How How do do the the beha behavior viors yo you lis listed fa fall on on this this con continuum? nuum? Acting Acting Out Out Wi Withdr thdrawing awing • Frequent or • Looking sad intense tantrums • Not showing a • Pushing preference for a • Hitting caregiver • Happ Happen ens frequen equently • Biting • Rarely talking • Persistent refusal • Im Impacts th the quality quality of of ca care • Not making eye to participate • Af Affects th the child child’s rela latio tionship ips contact • Harm to self and • Overly avoidant or wit with peer peers others compliant with • Inconsolable crying caregiver 3

6/18/2018 Wh What at ca causes es cha challe llengin ing beha behavior viors? s? IC ICK! K! IC ICK re refers to to the the neg negativity tivity or or risk risk fa factors in in an an individual’s lif in life. Devereux Center for Resilient Children * www.MoreFLIPIT.org Wh What at does does beha behavior vior te tell us? us? • Co Commun mmunication on, wa want nting connection nnection • Feel eelings ings underli underlie the the beha behavio vior: • Br Brai ain needs needs to to fe feel CALM CALM and and SAFE SAFE Beha Behavior ors yo you see see Feel eelings ings Not Not fe feeling calm calm or or saf safe 4

6/18/2018 In In thin thinkin king abo about the the challe challengin ing beha behavior viors yo you lis listed, wha what ar are the the re reasons fo for these these challengin challe ing beh ehavior iors? Com Common on Re Reasons fo for Cha Challe llengin ing Beha Behavior viors Toddlers are very conscious and aware, but their behavior isn’t . Functions 1. Obtain something –Attention of adult or peer –Activity, toy, food, materials 2. Escape something 3. Self stimulation 4. More ICK, overstimulated 5

6/18/2018 In In thin thinkin king abo about the the challengin challe ing beha behavior viors yo you lis listed, ho how do do yo you respon re ond to to the these challe challengin ing beh ehavior iors? Got Got Str Stress? ss? Flig light, fig fight, t, fr freeze, fa faint 6

6/18/2018 Wh What at is is founda undati tional onal fo for child children to to fe feel calm, secur ca secure, and and sa safe? “ Time and time again children are heavily reprimanded for committing the offence of crying or being angry. Let’s get this straight: emotions are not bad behavior. Emotions don’t hurt anyone. Suppressing children’s emotions does, on the other, cause them harm: over time, if done repeatedly, it unbalances their brain chemistry, it stresses their immune and digestive systems, and it undermines their ability to relate to others ” – Robin G. Heart to Heart Parenting 7

6/18/2018 Wh What at mak makes us us resilie silient to to the these stressor ssors? • Healthy relationships • Healthy self ‐ regulation • Healthy initiative Indicators found on the Devereaux Early Childhood Assessment (DECA ‐ P2) Str Strategies gies Prev Prevention on is is the the Bes Best In Interv rventi tion 8

6/18/2018 https://www.happilyfamily.com/dealing ‐ with ‐ difficult ‐ child/ Re Relationships as as a Basis Basis of of Preve Prevention • Foundation is having a relationship ‐ based approach in child care settings (Fox & Hemmeter, 2014) ‐ Nurturing and supportive relationships ‐ High quality supportive environments ‐ Culturally responsive practices • Social and emotional well ‐ being is key to learning in all other areas of development Interventions focused on fo fostering sen sensit itive an and re respon sponsiv sive te teac acher ‐ ch child ild in interactions for children who demonstrated challenging behaviors in child care associated improved activity in children’s stress response system (declines in cortisol) (Hatfield & Williford, 2016) 9

6/18/2018 Str Strategies gies • Self ‐ Regulate to Co ‐ • Healthy Regulate relationships • Become Self ‐ Aware • Be Empathetic • Healthy self ‐ • Develop children’s regulation awareness of feelings and problem solving • Healthy initiative • Using “Conscious Communication” Strategy: Str gy: Self Self ‐ Re Regulate to to Co Co ‐ Re Regulate • How are you self ‐ regulating? • Are you demonstrating behaviors that are calm and safe to the toddler? • Are you helping the child develop resilience to stressful moments? 10

6/18/2018 Str Strategy: gy: Im Importance of of co co ‐ re regulation • Is an interactive process of regulatory support in the context of caring relationships Provide a Warm, • Occurs across the lifespan Responsive Environment Model/Teach Self ‐ Structure the Regulation environment Skills (Murray et al., 2015) Rosanbalm, K.D., & Murray, D.W. (2017). Caregiver Co ‐ regulation Across Development: A Practice Brief. OPRE Brief #2017 ‐ 80. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services. 11

6/18/2018 Re Return to to the the Br Breadth eadth 4 – 7 – 7 ‐ 8 Re Rest your your tongue tongue behind behind our our fr front tee teeth Close Close your your mouth mouth Br Brea eathe the in in th through your your nose nose Count to Coun to 4 Keep eep your your mouth mouth clo closed Hold Hold your your br brea eath th Coun Count to to 7 Open your Open your mouth mouth Br Brea eathe the out out in in a WHOO WHOOSH Coun Count to to 8 Self ‐ Ta Sel Talk 12

6/18/2018 Som Sometim times Talkin lking Out Out Loud Loud “ I’m having some really big feelings right now. It’s not because of you. We’re going to get through this together. I’m going to take a couple of minutes to take care of myself. And then, I’ve got a really big hug for you if you want it.” https://www.happilyfamily.com/how ‐ to ‐ prevent ‐ mommy ‐ meltdowns/ Str Strategy: gy: Bec Become Self Self ‐ Aw Aware and and Gai Gain Pe Perspective What is the child’s behavior bringing up for Is my me? What emotions am temperament I feeling when this similar or behavior happens? different from the child? Is there something Am I feeling this about my family or way because of my culture that makes own “stuff”? me feel less tolerate? Do I always feel this way each day when Do I have reasonable this behavior expectations? occurs? 13

6/18/2018 Str Strategy gy in in the the Mo Momen ment: Stay Calm St Calm and and Commu mmuni nicate cate Com Comfort ort Communi Comm unicate Com Comfort ort – Get at eye level, then have a Calm body Calm face Calm voice Comm Communi unicate Fe Feelings – Even when you don’t like the behavior acknowledge the feelings. Strategy Str gy in in the the Mo Momen ment: St Stay Calm Calm and and Commu mmuni nicate cate Com Comfort ort Connect so that CO CONNE NNECTION is is KEY KEY, child feels “seen” ‐ accept What is dri driving ing the Re Remain calm calm (no (not ur urgent or or and emot otion ional), l), “Y “You didn’ dn’t li like th that acknowledge chi child’ d’s beha behavior vior? you can’t yo can’t th throw to toys at at El Elise ise. Yo You fe feel li like th throwing th things. • What ca can I do do in I’ I’m her here to to st stop yo you.” this very moment Then set boundary or problem ‐ solve to to im improve my my rela lation tionship ip with Remain this child? “unruffled” Calm and consistent Siegel, D.J. (2012) The Whole Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind. http://www.janetlansbury.com/2016/03/how ‐ to ‐ calm ‐ an ‐ angry ‐ child/ 14